Supporting the Continuing Professional Development of Teachers in Sub-Saharan Africa: An Integrated Teacher Education Model

Periodically, school operations come under intense review as we take inventory of what has worked and what improvements still need to be made. In fact we label time periods by major events and trends, e.g. back-to-basics (Smith, 1978). As we move into the second decade of a new millennium, we are reflecting and projecting to see where we have been and where we need to be going. We are asking what we have learned and what needs to occur to improve education and our country. The importance of teachers and teacher leadership in education is gaining attention (York-Barr & Duke, 2004; Donaldson, 2006; Silva 2000; Rhodes, C., M. Brundrett, et al., 2008). This article addresses the role spirituality plays in 21st century school leadership